ABSTRACTI argue against both neuropsychological and cognitive accounts of our grasp ofnumbers. I show that despite the points of divergence between these two accounts, they face analogous problems. Bothpresuppose too much about what they purport to explain to be informative, and also characterize our grasp of numbers ina way that is absurd in the light of what we already know from the point of view of mathematical practice. Then I offera positive methodological proposal about the role that cognitive science should play in the philosophy of mathematics.